2013

This is a hitherto unpublished chapter of Paul A. Baran and Paul M. Sweezy, Monopoly Capital (New York: Monthly Review Press, 1966). The text as published here has been edited and includes notes by John Bellamy Foster. The style conforms to that of their book. Part of the original draft chapter, dealing with mental health, was still incomplete at the time of Baran’s death in 1964, and consequently has not be included in this published version. For the larger intellectual context see the introduction to this issue.

This is an abridged version of an article by the same title published in Review1, launched in 1965 as Monthly Review‘s literary supplement. Eleanor Hakim was the managing editor of Studies on the Left in its first few years. At the time she wrote this article she was teaching at the New School for Social Research in New York City. Her essay dealt with Brecht’s theory of the subversive role of the artist in confronting what he conceived as the “cultural apparatus”and how this affected his theory of epic theater. Hakim was particularly concerned with demonstrating that Brecht’s critical outlook was confirmed by the way that, after his death, the U.S. cultural apparatus (“the theatrical stock exchange” of her title) was manipulating and de-radicalizing his drama. In this context, she drew out the significance of Brecht’s revolutionary humanism.… —Eds.

In no field do the claims of democratic diversity and free political competition which are made on behalf of the “open societies” of advanced capitalism appear to be more valid than in the field of communications—the press, the written word generally, radio, television, the cinema, and the theatre. For in contrast to Communist and other “monolithic” regimes, the means of expression in capitalist countries are not normally monopolized by, and subservient to, the ruling political power. Even where, as is often the case for radio and television, agencies of communication are public institutions, or mixed ones, they are not simply the mouthpieces of the government of the day and exclusively the organs of official policy or opinions; opposition views are also heard and seen.… The importance and value of the freedom and opportunity of expression is not to be underestimated. Yet the notion of pluralist diversity and competitive equilibrium is, here as in every other field, rather superficial and misleading. For the agencies of communication and notably the mass media are, in reality, and the expression of dissident views notwithstanding, a crucial element in the legitimation of capitalist society. Freedom of expression is not thereby rendered meaningless. But that freedom has to be set in the real economic and political context of these societies; and in that context the free expression of ideas and opinions mainly means the free expression of ideas and opinions which are helpful to the prevailing system of power and privilege.… | more…

It matters greatly where you start, in thinking about communications. You may start, for instance, in a mood of excitement and even congratulation that at the present stage of civilization there is a communications system incomparably more vast and efficient than could ever have been imagined: that the voice of radio, the face of television, goes into millions of homes, and that we have the most widely distributed press in the world. You can feel this excitement even if you recognize certain little local difficulties such as a cigarette advertisement appearing just before Robin Hood, or a particularly shocking series in one of the Sunday papers, or even the overnight death of the News Chronicle.… On the other hand, you may be starting from the feeling that never in the history of the world has there been so much production of bad culture. Never, it is true, has there been so much production of any kind, but the percentage of this production which is bad is now appalling.… Many people, good people, have this image of a depraved, or largely depraved, population, whom they call the masses. The people are not profiting by the gleaming machine of communication, but are being reduced to what is usually called a near-moronic mass.… My own starting point is distinct from either of these attitudes. In my view you cannot understand the communications system unless you look at it historically, and this as yet we have not really enough evidence for. Very few people have been working on it.… and because of this, such history of the communications system as exists is mostly bad history, bad history which hides from us the factors which could lead to an understanding of the contemporary situation.… | more…

The Theory of Monopoly Capitalism: An Elaboration of Marxian Political Economy was initially written thirty years ago this coming year as my doctoral dissertation at York University in Toronto. It was expanded into a larger book form with three additional chapters (on the state, imperialism, and socialist construction) and published by Monthly Review Press two years later. The analysis of both the dissertation and the book focused primarily on the work of Paul Baran and Paul Sweezy, and particularly on the debate that had grown up around their book, Monopoly Capital: An Essay on the American Economic and Social Order (1966). In this respect The Theory of Monopoly Capitalism was specifically designed, as its subtitle indicated, as an “elaboration” of their underlying theoretical perspective and its wider implications.… Three decades later much has changed, in ways that make the reissuing of The Theory of Monopoly Capitalism in a new edition seem useful and timely. The scholarly research into Baran and Sweezy’s Monopoly Capital has expanded enormously in the intervening years, most notably with the publication of the two missing chapters of Monopoly Capital—one on the theoretical implications of their analysis for economics, the other on culture and communications—and through research into their joint correspondence. The Great Financial Crisis and the resurfacing of economic stagnation have engendered new interest in this tradition of thought. Under this historical impetus the theory itself has advanced to address new developments, particularly with respect to the understanding of stagnation, financialization, and the globalization of monopoly capital.… | more…

The U.S. working class was slow to respond to the hard times it faced during and after the Great Recession. Finally, however, in February 2011, workers in Wisconsin began the famous uprising that electrified the country, revolting in large numbers against Governor Scott Walker’s efforts to destroy the state’s public employee labor unions. A few months later, the Occupy Wall Street movement spread from New York City to the rest of the nation and the world. Then, in September 2012, Chicago’s public school teachers struck, in defiance of Mayor Rahm Emanuel’s attempt to destroy the teachers’ union and put the city’s schools firmly on the path of neoliberal austerity and privatization.… One thing that these three rebellions had in common is the growing awareness that economic and political power in the United States is firmly in the hands of a tiny minority of fantastically wealthy individuals whose avarice knows no bounds. These titans of finance want to eviscerate working men and women, making them as insecure as possible and totally dependent on the dog-eat-dog logic of the marketplace, while at the same time converting any and all aspects of life into opportunities for capital accumulation.… | more…

For nine days in September, Chicago belonged to the teachers, school paraprofessionals, and clinicians. On September 10, 2012, 26,000 members of the Chicago Teachers Union (CTU) went on strike. It was the first teachers’ strike in Chicago in twenty-five years. While public and private sector unions have taken concessions and capitulated to cuts in wages, benefits, seniority rights, job protections, and much of what was won by the labor movement in the twentieth century, the CTU stood up to Mayor Rahm Emanuel, the Commercial Club of Chicago, and the billionaire hedge-fund managers who have set out to break teachers’ unions and dismantle public education.… | more…

CORE and the Chicago Teachers Union

The success of the Chicago Teachers Union (CTU) strike in September 2012 was a stunning rebuke to the forces of privatization and corporate education reform.… Three years ago when the Caucus of Rank and File Educators (CORE) ran for leadership of the CTU, few would have predicted their ability to turn the union around from six years of do-little leadership into a force capable of taking on a nationally funded, bipartisan “education reform” movement that seemed likely to achieve its goal of weakening and possibly destroying the largest remaining union sector in the United States—public education unions. CORE and the CTU’s success was not due to replacing a weak leadership with a militant one willing to strike, but rather to the creation of a layer of union members in the CTU who saw the struggle as one for what CTU president Karen Lewis calls “the soul of public education.”… | more…

Teacher and Parent Solidarity and the 2012 Chicago Teachers' Strike

As Chicago Teachers Union President Karen Lewis made her Sunday late-night announcement that the city’s teachers and paraprofessionals would stage their first strike in twenty-five years, my husband and I were waiting to be interviewed by a local television station to capture our live reaction.… The reporter asked us what were going to do with our kids during the strike. We said that we were bringing our children to our school’s strike line the next day to support our teachers and to teach our children what it means to stand up for yourself in a democracy. We criticized the mayor for supporting test-based pay since tying teachers’ performance to high-stakes tests forces them to narrow the curriculum and teach to the test. We also trashed the mayor’s assertion that class size doesn’t matter and asked if the mayor would want classes of thirty-five or more for his own children.… The interview was absolutely nerve-racking, but when it was over, we were happy that we were able to send that message. As soon as the camera was turned off, the reporter got word from his producer that he “blew it.” Apparently, we were supposed to portray the inconvenienced parents upset with striking teachers. The news producer wanted us to blame the teachers for this impasse in this contract fight, but we did not. We did not play by the rules of their blame game.… | more…

Strategic Considerations

Last September’s Chicago teachers’ strike raises critical strategic questions for all progressives and socialists seeking to resist the relentless neoliberal austerity attacks against working people and their communities.… [While in many ways it was a success,] it must be frankly recognized that the CTU’s contract campaign, which culminated in the seven day strike, fell short of achieving its ambitious goals at the contract table. In particular, it was unable to: significantly slow the mayor’s crusade to close scores of schools; halt district funding for mostly non-union, privately run charter schools; stop the lengthening of the school day and year without adequate employee compensation; or prevent the establishment of a teacher evaluation system based to an important degree on unreliable student scores on standardized tests. These less-than-optimal results deserve serious analysis, especially in light of the local’s herculean efforts to transform CTU from a classic, conservative business union to a progressive, even radical, organizing union. Could the strike have achieved more if other strategic choices had been made? Were some demands simply unwinnable?… | more…

Reconciling Tensions in Teachers’ Work and Teacher Unionism

“Teachers want what children need—or do they?” Questioning—and rejecting—the slogan used by the American Federation of Teachers (AFT) to fight for collective bargaining in the 1960s, David K. Cohen, a contributor to Socialist Revolution, in 1969 dismissed the progressive potential of teachers’ unions. This article revisits the AFT’s slogan and Cohen’s question, examining tensions between “what teachers want” and “what children need.” The history of U.S. teacher unionism supports the argument that when teachers’ unions adopt a “social movement” orientation and press against the confines of the scope of bargaining embedded in collective-bargaining agreements, the unions minimize tensions between teachers’ rights to organize as workers in defense of their material interests and the unique political and social responsibilities of their work.… | more…